Connecticut Seniors Show Solid Overall Performance in First State-Level High School NAEP, but Mathematics and Gaps Still a Concern
Results from the first ever, state-level administration of the Grade 12 National Assessment of Educational Progress (NAEP) show that Connecticut’s students score above the nation in both reading and mathematics.
Eleven states including Connecticut that participated in the first administration of Grade 12 State NAEP in 2009. These eleven states have access to state-level results for the graduating class of 2009.
NAEP, a program of the U.S. Department of Education, is the largest nationally representative assessment of what American students know and are able to do in a variety of subjects. The results from NAEP, often called “The Nation’s Report Card,” report the educational progress of students across the nation. While state-level results for 4th and 8th graders have been reported since 1990, only national data have been available to measure the progress of our nation’s 12th graders. The 2009 administration of Grade 12 NAEP marks an important milestone in the evolution of the NAEP program: States were invited to participate in the first Grade 12 state-level assessment on a voluntary basis.
Mathematics
Approximately 2800 students in 100 schools were administered the NAEP mathematics assessment. The administration of the assessment including background questions required about 90 minutes of testing time for every student. 1NSLP is the National School Lunch Program. This reporting group is also referred to as “economically disadvantaged.” Results of the mathematics assessment show that the average scale score of Connecticut students overall (156) is higher than that of students across the nation (152).
Students in three states (MA, NH, and SD) earned higher average scale scores than Connecticut’s Grade 12 students. Connecticut’s seniors performed as well as or better than 12th graders in seven of the ten other participating states.
The average scale score for male students in Connecticut was 157. This score is statistically not different than the average scale score for females (156). While the performance of Connecticut’s male students was not different than that of their peers nationally (154), female students in Connecticut outperformed females at the national level (151).
Eligibility for the National School Lunch program is used commonly in education as a measure of poverty. While these are the best data available to determine whether a student is “economically disadvantaged,” it is widely known that the accuracy of these data for high school seniors may be questionable. Therefore, performance data for students identified as eligible for free or reduced price lunch should be interpreted with caution. While the difference in performance of Connecticut’s economically disadvantaged students compared to their peers nationally is not statistically significant, Connecticut’s economically disadvantaged students score well below the average of students in Connecticut who are not eligible for free or reduced price lunch.
In mathematics, Connecticut’s students identified as Asian/Pacific Islander earned an average scale score of 173. This performance is better than the performance of white (165), black (131), and Hispanic (132) students in Connecticut.
How Connecticut’s racial/ethnic groups performed compared with their national counterparts in Math:
• The average scale score for white students in Connecticut was higher than the average scale score for white students at the national level.
• The performance of all other race/ethnicity groups in Connecticut was not significantly different than the average scale score of the same national public student groups.
Gaps Persist
The performance gap between white and black students in Connecticut is 33 points and the performance gap at the national level between the same two student groups is 29 points. The difference in performance gaps is not statistically significant. However, the performance gap between white and Hispanic students in Connecticut (32 points) is larger than the performance gap at the national level (23 points).
Reading
Like the mathematics assessment, approximately 2800 students in 100 schools were administered the NAEP reading assessment. The administration of the NAEP reading test included a series of background questions for students. All participants were tested for about 90 minutes.
Results of the reading assessment show that the average scale score of Connecticut students overall (292) is higher than that of students across the nation (287). Connecticut’s Grade 12 students earned an average scale score that was not different than the average scale score in 7 of the ten other states. No state earned an average scale score that was significantly higher than Connecticut’s score of 292. This pattern of performance is consistent with the results of the NAEP 2009 Grade 8 reading assessment.
The average scale score for female students in Connecticut was 300. This score is statistically higher than the average scale score for males (285). Male and female students in Connecticut outperformed the national average for their respective student groups.
As explained previously, eligibility for the National School Lunch program is a commonly used indicator of poverty although it can be problematic at Grade 12. All performance data for students identified as eligible for free or reduced price lunch should be interpreted with caution. While the difference in performance of Connecticut’s economically disadvantaged students compared to their peers nationally is not statistically significant, Connecticut’s economically disadvantaged students score well below the average of their peers in Connecticut who are not eligible for free or reduced price lunch, a confirming reminder of the impact of wealth on the state’s historic achievement gap. In reading, the average scale score of Connecticut’s white students (301) was not significantly different than students identified as Asian/Pacific Islander (296).
How Connecticut’s racial/ethnic groups performed compared with their national counterparts in Reading:
• The performance of white students in Connecticut was better than white students at the national level (295).
• The performance of Connecticut’s black, Hispanic, and Asian Pacific Islander students was not significantly different when compared to the same student groups at the national level.
The performance gap between white and black students in Connecticut is 36 points and the performance gap at the national level between the same two student groups is 27 points. This 9-point difference in performance gaps is statistically significant. However, the performance gap between white and Hispanic students in Connecticut (27 points) is not significantly different than the performance gap at the national level (22 points).
Further examination of the background information collected from the representative sample of students who took the NAEP reading assessment show a strong positive relationship between the frequency of students reading for enjoyment and NAEP performance. Unfortunately, the NAEP data do not provide answers to why more students are not reading for pleasure. Certainly, we have evidence that our teenagers are busy and we know there are many competing leisure activities in their lives. But we also know that students who are not confident, independent readers will not select reading as their activity of choice when there is free time.
How to close the gaps – Report of the State Commission on Educational Achievement
The Condition of Education in Connecticut, the Connecticut State Department of Education’s yearly status report on public education in the state.
More Connecticut NAEP data.
Released NAEP items, sample student responses, and performance data.